[PDF] [PDF] The Ontario Curriculum Grades 9 and 10: Science 2008 (revised)

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CONTENTS

IntRoDUCtIon 3

Secondar y Schools for the Twenty-first Century ................................................. The P lace of S cience in the Curriculum The G oals of the S cience Program The N a ture of S cience

Roles and Responsibilities in the

S cience Program tHe PRoGRAM In sCIenCe 11

Over view of the Program ........................................................................... 11

Curriculum

E xpectations 1 Str ands in the Grade 9 and 10 S cience Curriculum 1 Sk ills of S cientific Investigation (Inquiry and Research) 19 AssessMent AnD eVALUAtIon oF stUDent ACHIeVeMent 22

Basic Considerations .................................................................................

The A chievement Chart for S cience Ev aluation and Reporting of S tuden t Achievement

Reporting on Demonstrated Learning

S k ills soMe ConsIDeRAtIons FoR PRoGRAM PLAnnInG 29

Instructional Approaches ........................................................................... 9

Health and

S af ety in S cience 0

Planning

S cience Programs for S tuden ts With S p ecial E duca tion N eeds 1

Program Considerations for

E nglish Language L earners En vironmental E duca tion

Antidiscrimination

E duca tion

Critical

Think ing and Critical Literacy in S cience Lit eracy, Mathematical Literacy, and Investigation (Inquiry/Research) S k ills 9 The R ole of Information and Communications

Technolo

gy in S cience 0 The O n tario S k ills Passport and E ssen tial S k ills 1

Career

E duca tion 1

Cooperative

E duca tion and O ther F orms of E xperiential Learning

Planning Program Pathways and Programs Leading to

a S p ecialist High S k ills Major Une publication équivalente est disponible en français sous le tit re suivant :

Le curriculum de l"Ontario, 9

e et 10 e année - Sciences, 2008 This publication is available on the Ministry of Education's website, at www.edu.gov.on.ca.

CoURses 45

Science, grade 9, academic (Snc1d) ............................................................. 47

S cience, grade 9, applied ( Sn c1p) .59 S cience, grade 10, academic ( Sn c2d) .71 S cience, grade 10, applied ( Sn c2p) .83

GLossARy 95

I nt R o DUC t I on This document replaces The Ontario Curriculum, Grades 9 and 10: Science, 1999. Beginning in September 2009, all science programs for Grades 9 and 10 will be based on the expectations outlined in this document.

Secondar

y

SchoolS

for the tWent y -firSt centur y The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life. the place of

Science

in the curriculum During the twentieth century, science played an increasingly important role in the lives of all Canadians. It underpins much of what we now take for granted, from life-saving pharma- ceuticals to clean water, the places we live and work in, computers and other information technologies, and how we communicate with others. The impact of science on our lives will has become a goal of science education throughout the world and has been given expression in Canada in the Common Framework of Science Learning Outcomes, K to 12: Pan-Canadian Protocol for Collaboration on School Curriculum (Council of Ministers of Education, Canada, A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities regarding issues that involve science and technology. Science Co-ordinators' and Consultants' Association of Ontario (SCCAO) and Science Teachers' Association of Ontario (STAO/APSO), "Position Paper: The Nature of Science" (2006), p. 1 notion of thriving in a science-based world applies as much to a small-business person, a lawyer, a construction worker, a car mechanic, or a travel agent as it does to a doctor, an of these occupations vary, the basic goal of thriving in a science-based world remains the same. Science courses have been designed for a wide variety of students, taking into account their interests and possible postsecondary destinations. Some courses have been

THE ONTARIO CURRICULUM, GRADES 9 AND 10

science have been designed for students intending to go on to postsecondary educ ation but not mind. The overall intention is that all graduates of Ontario secondary schools will achieve on the international science scene and is intended to position science education in Ontario at the forefront of science education around the world. the goalS of the

Science

program Achievement of both excellence and equity underlies the three major goals of the secondary science program. The Ontario Curriculum, Grades 9 and 10: Science, 2008 therefore outlines not only the skills and knowledge that students are expected to develop but also the attitudes that they will need to develop in order to use their knowledge and skills responsibly. The three goals of the science program are as follows:

1. to relate science to technology, society, and the environment

. to understand the basic concepts of science Every course in the secondary science program focuses on these three goals. The goals are goals also underlie assessment of student achievement in science. the nature of

Science

The primary goal of science is to understand the natural and human-design ed worlds. Science refers to certain processes used by humans for obtaining knowled ge about nature, and to an organized body of knowledge about nature obtained by these processes. Science is a dynamic and creative activity with a long and interesting history. Many societies have contributed to the development of scientific know ledge and understanding. ...Scientists continuously assess and judge the soundness of scientific knowledge claims by testing laws and theories, and modifying them in light of compelling new evidence or a re-conceptualization of existing evidenc e. SCCAO and STAO/APSO, "Position Paper: The Nature of Science" (2006), pp. 1-2 Science is a way of knowing that seeks to describe and explain the natural and physical ence, which includes an understanding of the following: what scientists, engineers, and technologists do as individuals and as a community risks are involved in using this knowledge how science interacts with technology, society, and the environment Occasionally, theories and concepts undergo change, but for the most part, the funda- mental concepts of science - to do with phenomena such as the cellula r basis of life, the laws of energy, the particle theory of matter - have proved stable.

INTRODUCTION

Fundamental Concepts

Change the focus of the curriculum and instruction from teaching topics to “using" topics to teach and assess deeper, conceptual understanding.

Lynn Erickson,

Concept-Based Curriculum and Instruction

(2006), p. 7 Fundamental concepts are concepts about phenomena that have not changed fundamen- tally over time and that are common to all cultures. The fundamental concepts in science that facilitates integrated thinking as students draw from the knowledge base of science and see patterns and connections within the subdisciplines of science, and between science and other disciplines. The fundamental concepts addressed in the curricula for science and technology in Grades 1 to 8 and for science in Grades 9 to 12 are similar to concepts found in science curricula around the world. As students progress through the curriculum from Grades 1 to 12, they extend and deepen their understanding of these fundamental concepts and learn to apply their understanding with increasing sophistication. The fundamental concepts are listed and described in the following chart.

FUNDAMENTAL CONCEPTS

MatterMatter is anything that has mass and occupies space. Matter has particular structural and behavioural characteristics. Energyenergy comes in many forms, and can change forms. It is required to make things happen (to do work). Work is done when a force causes movement.

Systems and

InteractionsA system is a collection of living and/or non-living things and processes that interact to perform some function. A system includes inputs, outputs, and relationships among system components. n aturalquotesdbs_dbs20.pdfusesText_26

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